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No. 59 (June 1967)
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As indicated in previous issues, young people are welcome to send in contributions in art and language for this section.

These poems were written by primer children of Pakotai Maori School.

A little tree
And a big sun,
And the tree is crying
Because the sun is too hot
and the hill is laughing.

Mary Tautari, P. 4

I am a black-backed gull,
I am flying up to the sun,
A little boy shouted
‘Look up in the sky!’

Jo-Anne Grace, P. 4

In snow
A bird sings
Like a chirruping sparrow,
As white as white can be
Like snowy white.

Mary-Jane Rudolph, P. 4

The birds are dancing and singing
And one bird is counting
In the big, old, tall tree.

Mark Rudolph, P. 3

Huia Slater of Homewood, Masterton, describes a well-known event.

Shearing Time

Down in the morning, coming closer to the wool-shed, are the panting sheep.

Shepherds are whistling and yelling at their dogs to keep them in place, and to make the sore-footed sheep move faster to their destination.

In the sheep-yards the lambs are being separated from their mothers and some are crying desperately for their mothers.

There is clattering and banging of gates and tins to make the sheep move faster.

‘How many sheep have you got in there, boy?’ says one of the shearers.

‘About six hundred,’ replies one of the shepherds.

The sheep are now in the shed. The chattering of people is loud but is soon drowned by the drowsy and moaning sound of motors that start up and the buzzing and clicking of the hand-piece with a comb-like cutter at one end to cut the sheep's wool.

Then suddenly up get the bold and huge shearers striding towards their greasy doors. They fling them open, each grabs one of the sheep. With rippling muscles, they then dāg them back through the swinging doors, with their blood vessels showing through the skin on their faces, and strain in their arms.

Picking up the greasy hand-piece they start cutting through wool which peels off the skin. As it does so, the wool sparkles in the sunlight.

The shearers first start to cut off the wool from the belly down in between the hind legs and around the back, where they do the crutch with short-long blows. Then the eye wicking is done, and they move quickly half-way down the breast and come up the throat. They pull the wool over the head, then over the left-hand side with long blows. Now they have finished that side they move quickly down the last side of the sheep.

After that the sheep plunges out through the opened porthole into the race ready to be counted out.

Now a poem from a Wellington boy

Cemented buildings,

Sculptured and controlled;

Rolling down to the sea

Frowned upon by forests

on the hills.

—Ian Matheson (17)

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Kindergarten Teaching

When she completed her training at the end of 1964, Gloria Thompson of Auckland, the writer of this article, was the first Maori student to gain her diploma with merit. She received a special award, enabling her to visit kindergartens where there were large groups of Maori children, to find ways of encouraging Maori parents to take a more active interest in the work of kindergartens.

The Kindergarten Teacher today has a great responsibility. She must be mature enough to work easily and intelligently with parents and adults. Her professional duties are considerably more than child minding. The quality of the work that is carried out in her kindergarten will depend upon her suitability for the teaching profession, so she must have a warm personality, an eagerness to learn, clear speech and an interest in music and other creative arts, as well as fondness for children.

Soon after graduating in 1964, I began teaching at the Logan Campbell Free Kindergarten here in Freemans Bay, Auckland. The Kindergarten is unique because it is a multiracial one.

From my short teaching experience I have found that understanding, sincerity and tolerance in my attitude towards these children and their parents have brought me pleasure and effective results.

Kindergarten Teaching is a lucrative career, but I feel that it far exceeds money. I advocate Kindergarten Teaching as an admirable and satisfying profession for Maori girls because I feel that they are natural with children and are able to anticipate their needs and because they have a pleasant manner which instinctively draws children to them.

At this time of the year, when girls are beginning to think seriously about their future careers, the Kindergarten Association makes every effort to bring pre-school work to the notice of likely candidates.

The local Free Kindergarten Association is responsible for all the Free Kindergartens in its area, the four largest Associations being Auckland, Wellington, Christchurch and Dunedin. At these four centres, training is given covering a two year course.

Part of this time is spent at lectures and related activities at the Kindergarten Teachers' College and part of the time gaining practical experience of Kindergartens.

The Course

The Principal, College Staff and visiting Staff, lecture in the following subjects:—


Child Study


Child Development


Child Psychology


Family Life


Principles and Practices of Pre-School Education and Kindergarten Administration.


Theory of Pre-School Education.


Health Education and Nutrition.


Children's Literature.


Speech Training.


Nature Study.


English Language and Literature, Speech and Drama.


Committee Organisation and the Conduct of Meetings.

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Art and Handcrafts.


Physical Recreation.

Some time is given to observations of children in Infant Schools and with other organisations that work for children.

Qualification for Entry

Applicants who have passed the University Entrance or School Certificate Examinations are eligible for the course.


Although the Department of Education does not set a minimum age level, for applicants with School Certificate, those 17 years of age or over are considered more suitable. Those with University Entrance are encouraged to study Education at University as part-time students, with a view to completing a degree. The bursary scheme for teachers in training is extended to Kindergarten students.


An applicant must be in good health, and free from any physical defect that would affect her work with children.

A warm personality, poise, eagerness to learn and to accept responsibility, clear speech, and interest in the creative arts and a fondness for children, are all qualities essential to a member of the teaching profession.

Student Allowances

Successful applicants receive a Department of Education allowance at the rate of £305 per annum which is increased to £340 for those with University Entrance. In addition, there is an allowance of £66 per annum for those who board away from home.

This allowance paid to the successful applicants is not regarded as a salary, but as a grant towards general expenses such as books, overalls, fares and board.

It is compulsory for students to join the Government Superannuation scheme.

Entrants are required to sign a bond which requires them to give two years service in a free Kindergarten in New Zealand after completing the course.

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Picture icon

Children at Myers Park Free Kindergarten with the Director, Mrs Challis, follow the story of ‘Peter and the Wolf’ in pictures as they listen to it on a record.

Residence while Training

Hostels: In Auckland where I trained, we do not have a hostel of our own, and it is the responsibility of each applicant to make her own arrangements for accommodation. However, five hostels usually have some accommodation available at the beginning of each year. Intending applicants should apply early for this accommodation.

Private board: A certain amount of private board is available. Late in January, an advertisement is inserted in the local newspapers, and a staff member inspects the accommodation offered. Those who have difficulty in making their own arrangements may contact the accommodation officer at the college.

Flatting: The Board of Studies of the Kindergarten College does not approve of flatting, as in the past problems have arisen when girls have had difficulty in studying or have been ill. Should parents decide to allow their daughters to live in a flat their written approval is required, and the College accepts no further responsibility.


In addition to positions as Directors or Assistant Directors, further opportunities are available to girls of ability and educational achievement. These include senior and supervising positions, positions on College Staffs and with the Department of Education.

The selection committee meets in the third term each year to interview applicants, so if you are interested, apply now!

Hui Amorangi at Whangarei

A youth forum was an unusual feature of Whangarei's Hui Amorangi, held on 4–5 March, pupils from Whangarie Boys' and Girls' High Schools and Kamo High School taking part.

Guest of honour was the Governor-General, Sir Bernard Fergusson, who was welcomed by the Bishop of Aotearoa, the Rt Revd W. A. Panapa, and the Bishop of Auckland, the Rt Revd E. A. Gowing. During his speech, Sir Bernard showed the 800 people at the welcoming ceremony two patus, given him a year apart by the same man. The first had been for the Governor to use in bringing Maori and Pakeha together and the second to try to bring the Chruches together.

Many people helped with preparations for the hui, animals were donated, and all worked hard to make it a success.

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